Native American Students in History
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The document discusses the goals and history of Native American education in the United States, which aimed to assimilate Native American children through boarding schools that separated them from their families and banned traditional practices. Boarding schools operated with military-like discipline and emphasized English, farming, and split academic and vocational training. While some children benefited from food and care, others suffered from homesickness, crowded conditions, and disease outbreaks with their whole lives governed by others. Today, education aims to provide culturally relevant learning for Native students and teach about indigenous history and contributions.
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Introduction to Education, Chapter 5, Caprice Paduano
This document provides an overview of the history of education in the United States from the colonial period to present day. It discusses the evolution of curriculum, teaching, schools, and educational policy over time. Key topics covered include the development of common schools, compulsory education laws, the progressive era, desegregation, and modern educational priorities around equity, excellence, and accountability.
Zach
The document summarizes the history and impacts of residential schools for Indigenous people in Canada. The government established residential schools in the 19th century with the objectives of assimilating Indigenous children into Canadian culture by removing them from their families and traditions. This caused significant negative impacts like a loss of cultural identity and high rates of abuse. In 2007, the Canadian government formally apologized for the residential school system but responses were mixed on whether it would improve government relations.
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The document discusses the historical background of education in the Philippines from pre-Hispanic times to the present. It covers the following periods:
1) Pre-Hispanic/pre-Spanish period where there was no formal schooling and learning occurred at home through oral traditions.
2) The Spanish period saw the establishment of parochial schools to teach Catholicism. Education was privileged to Spanish students.
3) During the American period, English became the medium of instruction and the public school system was established.
4) The Japanese period saw attempts to promote Japanese culture and language in schools.
5) Post-WWII brought a nationalistic education system and establishment of the Department of Education.
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The document summarizes the historical foundations of curriculum in the Philippines from the pre-Hispanic period to the present. During the pre-Hispanic period, there was no formal schooling and education focused on reverence for Bathala through oral traditions. The Spanish period established the first public school system in 1863, with religion as the primary subject. Under American rule, English became the primary language of instruction and they established free primary education. Japan abolished English and lengthened the school calendar during their occupation. The modern period saw the establishment of the Department of Education and adoption of a K-12 bilingual education system with English and Filipino as languages of instruction.
Native student future trends
Native American students face significant challenges in the U.S. educational system. They have much higher dropout and expulsion rates than white students, start school lower in reading and math, and are far less likely to continue their education after high school. These issues stem from a history of forced assimilation policies including boarding schools that sought to eliminate Native culture and language. Current trends show improvement is needed, but recent budget proposals and community efforts provide hope that the situation can be turned around with increased funding and tribal control over education programs.
The Tragedy of Canadian Residential Schools
The residential school system in Canada forcibly removed Indigenous children from their families and communities for over a century in order to assimilate them into Euro-Canadian culture and Christianity. Over 150,000 Indigenous children attended the schools where many suffered physical, sexual, and emotional abuse. This caused severe and intergenerational trauma for Indigenous communities as their culture and languages were destroyed. While the government has apologized and provided some reparations, Indigenous groups argue more action is needed to address the ongoing impacts and heal from this dark part of Canadian history.
The progressive era of education
Progressive education emerged in the early 20th century based on principles of social reform, children's interests and needs, and opposed autocratic teaching methods. Two main influences were John Dewey who founded a laboratory school emphasizing student choice, and Maria Montessori who believed education activities could influence development. During this era, schools became more diverse but many immigrant and minority students faced punishment for their native languages and disrespect of their cultures. The progressive education movement declined after WWII as its approach was seen as too soft.
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The document summarizes the development of the educational system in the Philippines from pre-colonial times to the present. It describes how education evolved from informal oral teachings to structured schooling introduced by the Spanish and Americans. It discusses the establishment of schools during each ruling period and how the curriculum changed, with religion and the vernacular originally emphasized and English and vocational subjects later incorporated. Challenges faced included lack of funding and teachers. The document traces how education has aimed to develop moral, civic-minded citizens and support national identity and economic progress.
Sumalinog raydin a. educ7 midterm_lp3
The document summarizes the historical foundation of the Philippine curriculum from the pre-Hispanic period to the present. It describes how curriculum has evolved over time in response to changes in ruling powers, from the friars establishing schools to spread Christianity under Spanish rule, to the Americans using education as a way to pacify and colonize the Philippines. The K-12 curriculum was recently implemented to encompass kindergarten, 6 years of elementary, 4 years of junior high, and 2 years of senior high school. It aims to make learning learner-centered, relevant, and responsive to culture while allowing for localization.
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IntroductionThe goal of Indian education from the 1880s through .docx
Introduction
The goal of Indian education from the 1880s through the 1920s was to assimilate Indian people into the melting pot of America by placing them in institutions where traditional ways could be replaced by those sanctioned by the government. Federal Indian policy called for the removal of children from their families and in many cases enrollment in a government run boarding school. In this way, the policy makers believed, young people would be immersed in the values and practical knowledge of the dominant American society while also being kept away from any influences imparted by their traditionally-minded relatives.
Part 1: Indian Boarding School Movement
The Indian boarding school movement began in the post Civil War era when idealistic reformers turned their attention to the plight of Indian people. Whereas before many Americans regarded the native people with either fear or loathing, the reformers believed that with the proper education and treatment Indians could become just like other citizens. They convinced the leaders of Congress that education could change at least some of the Indian population into patriotic and productive members of society. One of the first efforts to accomplish this goal was the Carlisle Indian School in Pennsylvania, founded by Captain Richard Henry Pratt in 1879. Pratt was a leading proponent of the assimilation through education policy. Believing that Indian ways were inferior to those of whites, he subscribed to the principle, "kill the Indian and save the man." At Carlisle, young Indian boys and girls were subjected to a complete transformation. Photographs taken at the school illustrate how they looked "before" and "after". The dramatic contrast between traditional clothing and hairstyles and Victorian styles of dress helped convince the public that through boarding school education Indians could become completely "civilized". Following the model of Carlisle, additional off reservation boarding schools were established in other parts of the country, including Forest Grove, Oregon (later known as Chemawa). (1)
Seeking to educate increasing numbers of Indian children at lower cost, the federal government established two other types of schools: the reservation boarding school and day schools. Reservation boarding schools had the advantage of being closer to Indian communities and as a result had lower transportation costs. Contact between students and their families was somewhat restricted as students remained at the school for eight to nine months of the year. Relatives could visit briefly at prescribed times. School administrators worked constantly to keep the students at school and eradicate all vestiges of their tribal cultures. Day schools, which were the most economical, usually provided only a minimal education. They worked with the boarding schools by transferring students for more advanced studies.
In the Pacific Northwest, treaties negotiated with the Indians during the 1850s included pro.
Chapter 10: History of American Education
The document provides a history of American education and struggles for educational opportunities. It discusses the development of public schooling from colonial times to the present, including major court cases around desegregation. It also outlines the education of various minority groups such as African Americans, Native Americans, Hispanics, and Asian Americans and efforts made to provide equal access to education.
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This document summarizes the key topics around indigenous resistance and renewal in education. It discusses how indigenous peoples resisted assimilation policies through education that aimed to eradicate their cultures and languages. It also focuses on how indigenous communities are renewing their cultures and languages through community-driven education programs, with a particular emphasis on language revitalization efforts. Challenges to these efforts include lack of resources and disagreement around language transmission methods. Overall, the document examines the historical practices of assimilation and the ongoing indigenous resistance and cultural renewal movements.
Curriculum Development in the Philippines
This document provides a history of education in the Philippines from pre-Hispanic times up until the present day. It outlines the major developments and changes that occurred under different occupying forces and governments. Some key points include:
- Education was traditionally informal and practical during pre-Hispanic times.
- The Spanish established the first formal school system from 1521-1896, but it was uneven and focused heavily on religion.
- During the American occupation from 1898-1946, they secularized schools and emphasized subjects like English, science and democracy.
- The Japanese briefly controlled education from 1941-1944 and aimed to promote Japanese language and culture.
- Since independence, the government has aimed to establish an integrated, nationalistic
Educational Landscapes of Papua New Guinea.pptx
Here are two problems that exist in both the educational systems of Papua New Guinea and the Philippines, along with possible solutions:
Problem 1: Low enrollment and completion rates, especially at the secondary level. Many students cannot afford school fees.
Solution: Increase government funding and scholarships to make education more accessible and affordable for students from low-income families. Eliminate tuition and other fees at the primary and secondary levels.
Problem 2: Shortage of qualified teachers and limited educational resources/materials. Remote areas in particular face these challenges.
Solution: Offer incentives like housing or higher salaries to attract more teachers to work in rural/remote areas. Invest in developing and distributing open educational resources that can be easily accessed even in areas
4 Roots of Philippine Education
The document summarizes the history and development of the Philippine education system from pre-Hispanic times to the present. It describes how education progressed from informal oral teachings to a formal system established by Spanish colonizers focused on religion, then expanded by Americans to include English, sciences and self-governance. The system faced changes under Japanese occupation and martial law but now follows a K-12 structure patterned after the US with English as the primary language of instruction.
American-devised curriculum by Gil E. Contreras
The American-devised curriculum was implemented in the Philippines from 1901-1935 with the goals of spreading American cultural values and English language through the education system. It established public schools led by American teachers to train Filipinos in the American way of life. The curriculum was modeled on the U.S. system, with English as the primary language and subjects like history and civics added. It aimed to widely spread education across classes and introduce concepts like democracy, press freedom, and separation of church and state. However, it also perpetuated elitism and dependency on the U.S. government.
The Philippine Educational System and Its Development
The document summarizes key developments in Philippine education from the pre-Spanish era to the post-World War 2 period. It discusses the informal, community-based education system that existed prior to Spanish colonization. When the Spanish arrived, they established a formal, religion-oriented education system with Spanish missionaries as tutors and the Spanish language as compulsory. Several schools were built during this time. American rule after 1898 brought English as the medium of instruction and a focus on teaching democracy. The Japanese occupation briefly promoted Japanese language and culture in schools. After World War 2, the education system aimed to foster democracy and the new constitution established free public education. Various legal mandates were passed to improve teaching standards and accessibility.
Historical foundation of philippine education
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Revitalizing indigenous-languages-mlca-fall-2016.ppt
This document discusses Indigenous languages in Canada. It notes that there is great diversity among Indigenous nations in their languages and cultures. However, many Indigenous languages are now endangered due to past government policies aimed at assimilation, including the residential school system. The document outlines some of the key causes of language loss, including the prioritization of English and French in Canada as well as racism exemplified by the views of the first Prime Minister. It also discusses some of the barriers that exist today in supporting Indigenous language revitalization through education funding models. The document advocates for culturally responsive schooling that incorporates Indigenous languages and knowledge as the best approach for maintaining and reviving languages. It provides examples of successful immersion programs.
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Native American Students in History
- 1. Native American Education in the United States Assimilation Through Education By: Rachel Burgess
- 2. Goals of Education ⁻ Assimilation ⁻ Government controlled ⁻ Boarding schools
- 3. Boarding School Movement ⁻ Reformers believed that with the proper education and treatment Indians could become just like other citizens ⁻ Two different types: reservation boarding schools and day schools ⁻ Contact was limited between student and family
- 4. Mission Schools ⁻ Missionaries would operate schools that combined religion with academic training ⁻ Traditional practices were strongly discouraged
- 5. Boarding Schools in the PNW ⁻ Fort Spokane Boarding School opened in 1900 with an enrollment of 83 pupils and grew to 200 by 1902 ⁻ Common features included a military style regimen, a strict adherence to English language only, an emphasis on farming, and a schedule that equally split academic and vocational training
- 6. Pros and Cons Pros ⁻ Sports, games and friendship ⁻ School was how some children ate, cleaned up, and taken care of Cons ⁻ Homesickness caused runaways ⁻ Crowded condition and poor health concerns, made it easy to contract chicken pox, measles and other diseases ⁻ Your whole life was governed by others
- 8. Today - Providing culturally relevant education for Native American students - Developing curriculum to teach all students about the history and contributions of indigenous people to our nation - Proposed or passed bans on the use of mascots and logos that are derogatory to American Indian tribes and individuals